Abstract The qualitative case study comparison of seven community-based postsecondary correctional education (CBPSCE) programs within the United States identified specific program characteristics and practices that may contribute to the reduction of criminal behavior. School administrators, program directors, and faculty were interviewed as subject matter experts regarding their insight and experience in CBPSCE. The study comparison yielded five themes: a) culture, b) role of faculty and school administrators, c) instructional strategies and curricula, d) student support and academic services, and e) reentry services. Each theme influenced the successful matriculation, retention, and return to society for those who left prison and entered degree programs. From these findings, three tiered guidelines were created to assist CBPSCE directors and staff in operating successful programs that address the barriers that contribute to criminal behavior. Findings indicate that success was not determined by a student’s decision to discontinue crime; success was found when students developed the life and academic skills needed to change their lives.

中文翻译：

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确定通过基于社区的中学后矫正教育减少犯罪的做法

摘要 对美国七个基于社区的中学后矫正教育 (CBPSCE) 计划的定性案例研究比较确定了可能有助于减少犯罪行为的特定计划特征和做法。学校管理人员、项目主管和教职员工接受了主题专家的采访，了解他们在 CBPSCE 中的见解和经验。研究比较产生了五个主题：a) 文化，b) 教师和学校管理人员的角色，c) 教学策略和课程，d) 学生支持和学术服务，以及 e) 再入境服务。每个主题都影响了那些离开监狱并进入学位课程的人的成功入学、留校和重返社会。从这些发现中，制定了三层指导方针，以帮助 CBPSCE 主任和工作人员成功开展计划，解决促成犯罪行为的障碍。调查结果表明，成功不是由学生决定停止犯罪决定的；当学生发展出改变他们生活所需的生活和学术技能时，他们就会取得成功。